教师自主支持与初中生的学习投入:家庭社会阶层与学生自主动机的影响
Effect of Autonomous Motivation and Family's Social Class on The Relationship between Teacher's Autonomy Support and Junior Middle School Students' Academic Engagement

采用学习氛围量表、主观社会阶层量表、学业调节问卷和修订的课堂投入问卷对1211名初中生进行调查,根据主观社会阶层得分在3分以下、6分以上的标准,筛选出491名典型低阶层(374人)与高阶层(117人)被试,考察教师自主支持与初中生学习投入的关系,以及学生自主动机在其中的中介作用和家庭社会阶层的调节作用.结果表明:(1)教师自主支持与初中生的学习投入之间存在显著正相关;(2)自主动机在教师自主支持与初中生的学习投入之间起部分中介作用;(3)家庭社会阶层在教师自主支持影响初中生自主动机进而影响其学习投入的过程中起到有中介的调节作用.
The present study examined a mediated moderation model which integrated the mediating effect of junior middle school students' autonomous motivation and moderating effect of their family's social class between teacher's autonomy support and students' academic engagement.Learning Climate Questionnaire,the MacArthur Scale of subjective SES,Academic Self-Regulation Questionnaire (SRQ-A) and modified Classroom Engagement Inventory (CEI) were administered to 1211 junior middle school students. Based on MacArthur Scale score of 3 points or less, 6 points above as screening condition, 374 typical lower-class students and 117 typical higher-class students were selected to constitute a sample of 471 students. Results showed that: (1) Teachers' autonomy support was positively associated with students' academic engagement; (2) Autonomous motivation could partially mediate the relation between teachers' autonomy support and engagement; (3) Family's social class moderated the association between autonomous motivation which aroused by teachers' autonomy support and engagement.